Sistematización de la experiencia educativa con Scratch: Desarrollo del pensamiento estructurado en estudiantes de articulación SENA, Grado Décimo

This article presents the analysis and systematization of an innovative educational experience aimed at developing structured thinking through the use of the Scratch program in tenth-grade students from the SENA articulation program at the Nueva Roma IED School in Bogotá. Under the methodological, key moments, didactic resources, and pedagogical strategies were critically reconstructed, identifying contextual factors and transferable learnings. The main findings show that the integration of Scratch and active methodologies—such as project-based learning—favors the development of organizational skills, logical sequencing, and complex problem-solving. Additionally, the relevance of institutional support and teacher training for the consolidation of innovative practices is highlighted. The study concludes that the systematization of experiences is a fundamental tool for continuous improvement and the generation of educational knowledge in technical training.